“Talent is cheaper than table salt. What separates the talented individual from the successful one is a lot of hard work.” -Stephen King
The comments from my last blog post have led me to brush up a little on Attribution Theory. Most especially I've been reading about Fundamental Attribution Error: the tendency to attribute the causes of behavior to dispositional traits rather than situational effects. For example, when someone spills something we tend to assume that they're clumsy rather than considering that the glass might be slippery or that they've been distracted by a friend or by stressful thoughts about a situation at work or at home.
So how does this relate to talent? Well, talent is principally something we attribute to others and it's also something we tend to think of as arising from internal processes rather than being produced by external factors. Whilst many people may believe that we can do little to induce talent, it's generally accepted that it’s possible to draw it out and encourage it (or the reverse). Teachers especially, are in the business of spotting talents in students and assisting their fuller development. In many ways teachers have the daunting responsibility of identifying underlying talents and guiding students to pursue them – in effect shaping the course of their lives. But at what point might the identification of talent be thought of as a fundamental attribution error? Perhaps Timmy just appears to be talented at maths because his older brother took a few moments to help him understand a few useful underlying principles and now Timmy enjoys maths more than anything else and is in advance of his classmates because of it. Perhaps Timmy had the temerity to paint on the classroom wall last time he did an art class and got told off. Perhaps he just likes the maths teacher. There are so many potential variables which contribute to the formation of each individual that to generalise by assuming someone is talented seems narrow minded at the very least. As we well know, teachers make mistakes, sometimes grossly. Consider, for example, the headmaster who said that a five-year-old Bertie would never amount to anything. Later, in Technical College, this same student was described as “a lazy dog who never bothered about mathematics at all.” Fortunately Einstein didn't take much notice of what these teachers thought, but many students lack such independence of thought.
Much as I agree with the above quote by Steven King, I think it also highlights a pervasive misunderstanding in contemporary attitudes which see success, rather than fulfillment, as the pinnacle of human achievement. Should we be encouraging young people to pursue their talents, that we have skillfully identified with our unique but untutored gift for talent spotting, or should we encourage what they find fulfilling? I fully admit that the two often overlap, and all for the better. But sometimes they don’t and we do students a serious disservice, much as it may break our hearts to see them squander the talents we perceive, when we encourage them, oblige them or subtly coerce them into pursuing routes which do not accord with their own desires.
But it isn’t only external perceptions that shape student achievements. Self perceptions also play a significant role in determining how individuals develop (though these perceptions are by no means immune to the influence of parents and teachers either). In various studies carried out by Carol Dweck and collaborators it was repeatedly found that students could be divided roughly equally between those who sought “learning goals” (increased competence) as opposed to those who sought “performance goals” (goals that provided favourable judgements or – crucially - the avoidance of negative judgements about their performance). These different goals were found to be predicated on contrasting beliefs about the nature of ability. Students who believe that ability is a fixed entity tend to seek performance goals and to avoid risk taking whilst students who believe that ability is alterable (ie: can be improved) are more persistent, relish challenges and see failure as an opportunity to learn (learning goals). Unsurprisingly these students also achieve significantly better results in challenging tasks. The upshot of this research has been a strong advocacy for methods of teaching that shift student perceptions of ability as a fixed entity to ones that see ability as malleable and therefore subject to hard work and determination. This makes a real difference.
Imagine the obstacles in Art Schools then, where many students have come specifically because school teachers have encouraged their unique talents? And what is talent after all, other than a stubbornly immutable conception of innate ability? No wonder you hear the word used so little in studio discussions or tutorials – it’s practically taboo. But that’s not the only obstacle art school teachers face. In this world increasingly dominated by X-Factor’s and Nation’s Got Talent shows it seems to be becoming increasingly difficult to persuade young people that hard work isn’t a sign of weakness but, on the contrary, is the road to mastery that even the most talented need to tread.
"I know quite certainly that I myself have no special talent; curiosity, obsession and dogged endurance, combined with self-criticism, have brought me to my ideas.” -Albert Einstein
